BIG IDEA #2: - Department of Social Sciencessocialsciences.dadeschools.net/files/ESE access points … · Web viewWorld History 9-12 Course -The grade 9-12 World History course

MIAMI-DADE COUNTY PUBLIC SCHOOLSDepartment of Social Sciences

GRADE LEVEL OR COURSE TITLE: Ninth Grade- World History

LITERACY IN HISTORY/SOCIAL STUDIES 9-10

COURSE DESCRIPTION: World History 9-12 Course -The grade 9-12 World History course consists of the following content area strands: World History, Geography and Humanities. This course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events from ancient and classical civilizations.

Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects).

Please note the following important general information regarding the Pacing Guides:

The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools. Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high

school levels. The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction. The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught. The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the

number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.

NOTE: All benchmarks that are highlighted in yellow are essential benchmarks. NOTE: All benchmarks that have a direct correlation to 11th grade U.S. History are highlighted in green and are also considered essential. NOTE: Topic/Benchmark that provides relevant historical knowledge which assists the learner in historical understandings are highlighted in blue. NOTE: Topic/Benchmark that is a skill benchmark relevant to U.S. History EOC Assessment are highlighted in purple. NOTE: Directly correlated 11th grade U.S. History benchmarks are highlighted in red. NOTE: Access Points for students on a Modified Curriculum are highlighted in Grey.

Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:

Grade Level or Course Title - The grade level and course title are listed in the heading of each page. Course Code - The Florida Department of Education Course Code is listed for the course. Topic - The general topic for instruction is listed; e.g., Westward Expansion. Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided. Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic. Nine Week Grading Period - Grading periods (1-4) are identified. Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction. NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into

Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans. Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional

practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic),

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Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).

Florida Reading and Writing Standards for Literacy in History/Social Studies 6-12 : Florida Reading and Writing Standards for Literacy in History/Social Studies, grades 6-12, can be found at the end of each nine weeks Pacing Guide. When planning lessons for instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete listing of all Florida Standards, please visit: http://www.cpalms.org/Standards/lafs.aspx. The specific pages for History/Social Studies 6-12 standards for Literacy and Writing have been extracted from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required 6-12 social studies course.

Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For World History, the following themes are identified:Adapted from the AP World History Course Curriculum Framework http://apcentral.collegeboard.com/apc/public/repository/AP_WorldHistoryCED_Effective_Fall_2011.pdf

Human and environmental interaction- Human actions and environmental factors have impacted world history as follows:o Demography and diseaseo Migrationo Patterns of settlement o Technology

Development and Interaction of Cultures- Cultural diffusion is the driving force behind the spread of: o Religionso Belief systems, philosophies and ideologieso Science and technologyo The arts and architecture

Creation, Expansion and Interaction of Economic systems- The development of financial institutions and state economies are influenced by: o Agricultural and pastoral productiono Trade and Commerceo Labor systemso Industrializationo Capitalism and Socialism

Development and Transformation of Social Structures- Categorization of the norms of societies throughout history have been formed through:o Gender roles and relationso Family & Kinshipo Racial and ethnic constructionso Social and economic classes

State Building, Expansion and Conflicts- The construction, maintenance and dissolution of systems of rule have been generated through:o Political structures and forms of governanceo Empires

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http://apcentral.collegeboard.com/apc/public/repository/AP_WorldHistoryCED_Effective_Fall_2011.pdf

http://www.cpalms.org/Standards/lafs.aspx




o Nations and nationalismo Revolts and Revolutionso Regional, trans-regional and global structures and

organizations

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History/Social Science Labs

History/Social Science Labs are an engaging and rigorous instructional approach designed to require in-depth learning and thinking on the part of the student guided by an essential question, analysis of primary or secondary source documents, and ending in a rigorous writing assignment or other rigorous learning task.

Steps to Conduct History/Social Science Labs

1. Identify the NGSSS-SS Benchmark(s) to be addressed.2. Develop an essential question or use an essential question

already found in the pacing guide.3. Build background knowledge with students about the topic.4. FACILITATE students conduct on document/source analysis.5. Have students report back about their analysis of the source(s).6. Take the lab to an end and have students Independently

answer, in writing, the essential question

*History/Social Science labs, complete with sources, have been embedded in to this pacing guide. See next page for History/Social Science template.

The History/Social Science lab icon (on your left) has been included next to benchmarks that have labs already created. Simply click on the icon and you will be taken to the webpage on http://socialsciences.dadeschools.net where the labs are located.

To see a video that provides an overview of the History/Social Science lab process and benefits, please see:

http://www.umbc.edu/che/historylabs/


http://socialsciences.dadeschools.net/

http://socialsciences.dadeschools.net/pacingguides.asp




History/Social Science Lab Template

Name _____________________________________________ Period _____ Date _____________________

[Put benchmark here – numbers and write it out]

Essential Question: [put essential guiding question here]

Source Main Idea / Message / Important Details How does this document answer the essential question?

Source 1[include source information as applicable]

Source 2

Source 3

Source 4

Thesis: ___________________________________________________________________________________________________________________________________

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History/Social Science Labs

History/Social Science Labs are an engaging and rigorous instructional approach designed to require in-depth learning and thinking on the part of the student guided by an essential question, analysis of primary or secondary source documents, and ending in a rigorous writing assignment or other rigorous learning task.

Steps to Conduct History/Social Science Labs

1. Identify the NGSSS-SS Benchmark(s) to be addressed.2. Develop an essential question or use an essential question

already found in the pacing guide.3. Build background knowledge with students about the topic.4. FACILITATE students conduct on document/source analysis.5. Have students report back about their analysis of the source(s).6. Take the lab to an end and have students Independently

answer, in writing, the essential question

*History/Social Science labs, complete with sources, have been embedded in to this pacing guide. See next page for History/Social Science template.

The History/Social Science lab icon (on your left) has been included next to benchmarks that have labs already created. Simply click on the icon and you will be taken to the webpage on http://socialsciences.dadeschools.net where the labs are located.

To see a video that provides an overview of the History/Social Science lab process and benefits, please see:





_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes)

(Standard 4: Analyze the causes and events, and effects of the Renaissance, Reformation, Scientific Revolution, and Age of Exploration)Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)

(Standard 2: Respond critically and aesthetically to various works in the arts)(Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures)

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Topic 7: The Rise of Western European Intellectual Movements Essential Question: How did ideas from the Middle Ages and the Renaissance contribute to the Scientific Revolution?

Pacing Date(s)

Traditional 10 days 10-30-17 to 11-13-17

Block 5 days 10-30-17 to 11-13-17




2nd Nine WeeksEssential Content NGSSS-SS Benchmarks Instructional Tools

Course Themes Addressed:

Development and Interaction of Cultures

Religions Belief systems, philosophies

and ideologies Science and technology The arts and architecture

Creation, Expansion and Interaction of Economic systems

Trade and Commerce Development and Transformation of Social Structures

Gender roles and relations Family & Kinship Social and economic

classes

State Building, Expansion and Conflicts

Political structures and forms of governance

Renaissanceo The Rise of the Italian City-

Stateo Florenceo Milano Naples o Rome o Venice (2)

An Era of Awakening

Florida Standards Focus Standard:LAFS.910.RH.2.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Content Benchmarks:SS.912.W.4.1: Identify the economic and political causes for the rise of the Italian city-states (Florence, Milan, Naples, Rome and Venice). SS.912.W.4.In.a: Recognize that Italian city-states had ideal locations on the Italian peninsula that made them grow wealthy through trade and cultural diversitySS.912.W.4.Su.a: Recognize that Italian city-states grew wealthy through trade and cultural diversity.SS.912.W.4.Pa.a: Recognize that trade is a characteristic of society.http://www.cpalms.org/Public/PreviewStandard/Preview/3461

SS.912.W.4.2: Recognize major influences on the architectural, artistic, and literary developments of Renaissance Italy (Classical, Byzantine, Islamic, Western European).

SS.912.W.4.In.b: Recognize an influence of architectural, artistic, and literary development of Renaissance ItalySS.912.W.4.Su.b: Recognize that artistic, literary, and technological accomplishments are distinctive characteristics of societies.SS.912.W.4.Pa.b: Recognize that architecture is a characteristic of society.

http://www.cpalms.org/Public/PreviewStandard/Preview/3462

SS.912.W.4.3: Identify the major artistic, literary, and technological contributions of individuals during the Renaissance.

Florida Standards Focus Activity:Have students write an essay analyzing how a text uses structure to emphasize key points or advance an explanation or analysis by examining a work of art for its humanist qualities and art techniques, http://history.hanover.edu/courses/art/111ren.html

Vocabulary/Identification: (Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion) Renaissance : (textbook pgs. 232-243) Renaissance, Milan, Venice, Florence, Rome, Naples, the Medici family, humanism., Machiavelli, perspective, Leonard Da Vinci, Raphael, Petrarch, Gutenberg, Erasmus, Thomas Moore, William Shakespeare, Flemish, Michelangelo, John Van Eyck, Albert Durer, Fresco, utopia Protestant Reformation: (textbook pgs. 244- 255) indulgences, predestination, reformation, Martin Luther, Henry VIII, John Calvin, Huguenots, Anglican, 95 Thesis, Counter-Reformation, Ignatius of Loyola, Zwingli an, Anabaptist, Council of Trent, Jesuits Scientific Revolution: (textbook pgs. 256-260) scientific revolution, heliocentric theory, Roger Bacon, Copernicus, Kepler, Galileo, scientific method, Newton, Vesalius, Descartes, Robert Boyle..

Textbook Resources: – pgs 232 - 260

Workbook Resources: - Reading and Note Taking Study Guide pgs. 59 - 66

Test Prep Workbook Resources: - pgs. 43 - 53

Technology: Annenberg- The Renaissance- This sites contain information about people and events related to the Renaissance through reading selections. http://www.learner.org/interactives/renaissance/

An extensive collection of primary sources on the Reformation and other topicshttp://www.fordham.edu/halsall/mod/modsbook.html

History teacher video on Martin Luther(https://youtu.be/rZ3AFZXXX-k?list=PLE2204FE3E14F153E)

SHEG: Martin Luther (http://sheg.stanford.edu/martin-luther)

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http://sheg.stanford.edu/martin-luther

https://youtu.be/rZ3AFZXXX-k?list=PLE2204FE3E14F153E

http://www.fordham.edu/halsall/mod/modsbook.html

http://www.learner.org/interactives/renaissance/

http://history.hanover.edu/courses/art/111ren.html





http://archives.nbclearn.com/portal/site/k-12/browse?cuecard=6070









o Humanismo Influential Artists and Writerso Technological Advances

The Northern Renaissance

A Comparative Glance

Scientific Revolutiono New theories and Methodso Influential and People

Reformation

An Era of Reformo People of the Reformationo Criticism’s of the Movemento The Catholic Churches Response

SS.912.W.4.In.c: Recognize the artistic, literary and technological contributions during the Renaissance of artists, such as da Vinci and Michelangelo; of writers, such as Petrarch and Shakespeare; and of inventors, such as Gutenberg.SS.912.W.4.Su.c: Recognize a development of the Renaissance, such as the work of artists, like Michelangelo and da Vinci; writers, like Shakespeare; or inventors, like Gutenberg.SS.912.W.4.Pa.c: Recognize that art is a characteristic of society.http://www.cpalms.org/Public/PreviewStandard/Preview/3463

SS.912.W.4.4: Identify characteristics of Renaissance humanism in works of art.

SS.912.W.4.In.d: Recognize characteristics of Renaissance humanism in literature and the artsSS.912.W.4.Su.d: Recognize that works of art reflect the culture and values of their society.SS.912.W.4.Pa.d: Recognize that art is a characteristic of society.http://www.cpalms.org/Public/PreviewStandard/Preview/3464

SS.912.W.4.5: Describe how ideas from the Middle Ages and Renaissance led to the Scientific Revolution.

SS.912.W.4.In.e: Recognize new ideas developed during the Scientific Revolution, such as the discovery that the Earth and planets revolve around the Sun, the pendulum, the law of gravity, the scientific method, and the microscope.SS.912.W.4.Su.e: Recognize a new idea developed during the Scientific Revolution, such as the discovery that the Earth and planets revolve around the Sun, the pendulum, the law of gravity, or the microscope.SS.912.W.4.Pa.e: Recognize the impact of science on civilization.http://www.cpalms.org/Public/PreviewStandard/Preview/3465

History teacher video Leonardo Da Vinci (https://www.youtube.com/watch?v=mW_gp7SDgQM)

Ann Boleyn (https://www.youtube.com/watch?v=pZY69fnpF8o)

Divine Comedy (https://www.youtube.com/watch?v=DyRaCwgRKXk)

Renaissance Man (https://www.youtube.com/watch?v=0CRX_mqpzdU)

Gutenberg (https://www.youtube.com/watch?v=7e2bA3tTYow

Mary Queen of Scotts (https://www.youtube.com/watch?v=N4Fbn3PmwlA)

Elizabeth I (https://www.youtube.com/watch?v=BegQ3WOgFhM)

Martin Luther (https://www.youtube.com/watch?v=rZ3AFZXXX-k)

Henry VIII (https://www.youtube.com/watch?v=3EGzHsye71c)

The Borgias (https://www.youtube.com/watch?v=f1i6Jbto0Go)

Crash Course 22: Renaissance (https://www.youtube.com/watch?v=Vufba_ZcoR0)

Crash Course 218: Luther and the Reform (https://www.youtube.com/watch?v=1o8oIELbNxE)Crash Course 219: Charles V (https://www.youtube.com/watch?v=MRYzW3BSj0I)

Suggested Activities:Have students select a scientific achievement of the scientific revolution and discuss its current role and impact in today’s world.Have students debate and assess the moral, ethical, and legal obligations that all human beings have toward each other.

Have students create a pamphlet for one of the reformers, encouraging people to join their movement and cause. Students must include criticism of the Catholic Church, as well as the movement’s ideological standpoint or belief.

Have students create a Venn Diagram comparing the Italian city-states and the Northern Renaissance.

Have students create a Venn Diagram comparing the explorations of the past to the explorations of the present.

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https://www.youtube.com/watch?v=MRYzW3BSj0I

https://www.youtube.com/watch?v=MRYzW3BSj0I

https://www.youtube.com/watch?v=1o8oIELbNxE

https://www.youtube.com/watch?v=1o8oIELbNxE

https://www.youtube.com/watch?v=Vufba_ZcoR0

https://www.youtube.com/watch?v=Vufba_ZcoR0

https://www.youtube.com/watch?v=f1i6Jbto0Go

https://www.youtube.com/watch?v=3EGzHsye71c

https://www.youtube.com/watch?v=rZ3AFZXXX-k

https://www.youtube.com/watch?v=BegQ3WOgFhM

https://www.youtube.com/watch?v=N4Fbn3PmwlA

https://www.youtube.com/watch?v=7e2bA3tTYow

https://www.youtube.com/watch?v=0CRX_mqpzdU

https://www.youtube.com/watch?v=DyRaCwgRKXk

https://www.youtube.com/watch?v=pZY69fnpF8o

https://www.youtube.com/watch?v=mW_gp7SDgQM

https://www.youtube.com/watch?v=mW_gp7SDgQM













SS.912.W.4.6: Describe how scientific theories and methods of the Scientific Revolution challenged those of the early classical and medieval periods.

SS.912.W.4.In.f: Recognize new ideas developed during the Scientific Revolution, such as the discovery that the Earth and planets revolve around the Sun, the pendulum, the law of gravity, the scientific method, and the microscope.SS.912.W.4.Su.f: Recognize a new idea developed during the Scientific Revolution, such as the discovery that the Earth and planets revolve around the Sun, the pendulum, the law of gravity, or the microscope.SS.912.W.4.Pa.f: Recognize the impact of science on civilizationhttp://www.cpalms.org/Public/PreviewStandard/Preview/3466

SS.912.W.4.7: Identify criticisms of the Roman Catholic Church by individuals such as Wycliffe, Hus and Erasmus and their impact on later reformers.

SS.912.W.4.In.g: Recognize the impact of the Roman Catholic reformers, such as Erasmus, Wycliffe, or HussSS.912.W.4.Su.g: Recognize that reformers challenged the beliefs of the Roman Catholic ChurchSS.912.W.4.Pa.g: Recognize that people may change their beliefshttp://www.cpalms.org/Public/PreviewStandard/Preview/3467

SS.912.W.4.8: Summarize religious reforms associated with Luther, Calvin, Zwingli, Henry VIII, and John of Leyden and the effects of the Reformation on Europe.

SS.912.W.4.In.h: Recognize characteristics of the Protestant religious reforms of Luther, Calvin, and Henry VIISS.912.W.4.Su.h: Recognize that reformers challenged the beliefs of the Roman Catholic Church.ParticipatorySS.912.W.4.Pa.h: Recognize that people may change their

Have students write an essay analyzing a work of art for its humanist qualities and art techniques, http://history.hanover.edu/courses/art/111ren.html

Have students examine excerpts of the 95 theses and summarize and explain the criticisms of the Catholic Church.http://www.iclnet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.html

Have students create a comparative chart examining the major individuals, events, and characteristics of historical periods; e.g., Renaissance, Reformation, & Scientific Revolution.

Have students describe the events that led to the Protestant Reformation, and identify the leading figures in the movement in a timeline.

Have students list all the ways in which the Catholic Church responded to the growth of Protestant ideas and evaluate the effectiveness of each of the strategies.http://www.ignatiusinsight.com/features2007/vryan_jesuitsreform_jan07.asphttp://www.historyteacher.net/APEuroCourse/EHAP_Topics/EHAP-Topic-Reformations.htm

Assessment:Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension.

ELL:Use visual depictions of historical events in order to increase ELL students’ mastery of related content.

Additional ELL Strategies: Provide students with oral and visual cues for directionsProvide students with pictures, graphs, charts, and videos.Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)Provide students with peer grouping for activitiesProvide students with teacher read-a-loud strategiesProvide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects)Provide students with cooperative learning activities (small/large group settings)Provide students with structured paragraphs for writing assignmentsProvide students with the use of simplified/shortened reading text

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http://www.historyteacher.net/APEuroCourse/EHAP_Topics/EHAP-Topic-Reformations.htm

http://www.historyteacher.net/APEuroCourse/EHAP_Topics/EHAP-Topic-Reformations.htm

http://www.ignatiusinsight.com/features2007/vryan_jesuitsreform_jan07.asp

http://www.iclnet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.html

http://history.hanover.edu/courses/art/111ren.html









beliefs.http://www.cpalms.org/Public/PreviewStandard/Preview/3468

SS.912.W.4.9: Analyze the Roman Catholic Church's response to the Protestant Reformation in the forms of the Counter and Catholic Reformation.

SS.912.W.4.In.i: Recognize the reforms that were enacted by the Roman Catholic Church during the Catholic Counter ReformationSS.912.W.4.Su.i: Recognize that reformers challenged the beliefs of the Roman Catholic ChuSS.912.W.4.Pa.i: Recognize that people may change their beliefs.http://www.cpalms.org/Public/PreviewStandard/Preview/3469

SS.912.W.4.10: Identify the major contributions of individuals associated with the Scientific Revolution.

SS.912.W.4.In.j: Recognize new ideas developed during the Scientific Revolution, such as the discovery that the Earth and planets revolve around the Sun, the pendulum, the law of gravity, the scientific method, and the microscopeSS.912.W.4.Su.j: Recognize a new idea developed during the Scientific Revolution, such as the discovery that the Earth and planets revolve around the Sun, the pendulum, the law of gravity, or the microscope.SS.912.W.4.Pa.j: Recognize the impact of science on civilization.http://www.cpalms.org/Public/PreviewStandard/Preview/3470

SS.912.H.1.1: Relate works in the arts (architecture, dance, music, theatre, and visual arts) of varying styles and genre according to the periods in which they were created.

SS.912.H.1.In.a: Identify works in the arts, including architecture, music, and visual arts, from time periods, such as Classical, Renaissance, Modern, and Contemporary.SS.912.H.1.Su.a: Recognize works in the arts, including

Provide students with semantic mapping activities to enhance writingProvide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php

Games and activities for the ELL Classroomhttp://iteslj.org/c/games.html

This ELL website offers free blank printable graphic organizers and semantic webs:http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print

What are read-a-louds, and what can they do for instruction?http://www.learner.org/workshops/tml/workshop7/teaching2.html This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print

State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.

ESE (Modified Curriculum Only):

Access Points - DescriptionAs part of the revision to the Sunshine State Standards, access points for students with significant cognitive disabilities have been developed. These access points are expectations written for students with significant cognitive disabilities to access the general education curriculum. Embedded in the Sunshine State Standards, access points reflect the core intent of the Standards with reduced levels of complexity. The three levels of complexity include participatory (Pa), supported (Su), and independent (In) with the participatory level being the least complex.

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http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print

http://www.learner.org/workshops/tml/workshop7/teaching2.html


http://iteslj.org/c/games.html

http://www.literacyconnections.com/InTheirOwnWords.php











music and visual arts, from a time period, such as Classical, Renaissance, or Contemporary.SS.912.H.1.Pa.a: Recognize a characteristic of a work in the arts from a time period.http://www.cpalms.org/Public/PreviewStandard/Preview/3626

SS.912. H. 1.2: Describe how historical events, social context, and culture impact forms, techniques, and purposes of works in the arts, including the relationship between a government and its citizens.

SS.912.A.1.In.b: Identify the author and purpose of significant historical documents using primary and secondary sourceSS.912.A.1.Su.b: Identify the author and purpose of significant historical documents.SS.912.A.1.Pa.b: Use appropriate sources to obtain information about historyhttp://www.cpalms.org/Public/PreviewStandard/Preview/3333

SS.912.H.1.3: Relate works in the arts to various cultures.

SS.912.H.1.In.c: Identify works in the arts from various cultures, such as African, Asian, European, the Americas, and Middle Eastern. SS.912.H.1.Su.c: Recognize works in the arts from various cultures, such as African, Asian, the Americas, and Middle Eastern. SS.912.H.1.Pa.c: Recognize a characteristic of a work in the arts from a time period. http://www.cpalms.org/Public/PreviewStandard/Preview/3628

SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture.

SS.912.H.1.In.c: Identify works in the arts from various cultures, such as African, Asian, European, the Americas,

Resources:

Unique Learning/N2Y (where available)Teachtown (where available)Accestofls.weebly.comi-Ready.

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http://www.cpalms.org/Public/PreviewAccessPoint/Preview/6769











and Middle EasternSS.912.H.1.Su.c: Recognize works in the arts from various cultures, such as African, Asian, the Americas, and Middle EasternSS.912.H.1.Pa.c: Recognize a characteristic of a work in the arts from a time periodhttp://www.cpalms.org/Public/PreviewStandard/Preview/3628

SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events.

SS.912.W.1.In.a: Use a timeline to show the relationship of historical events.SS.912.W.1.Su.a: Use a simple timeline to identify the relationship of historical eventsSS.912.W.1.Pa.a: Use a simple pictorial timeline to recognize a sequence of events.http://www.cpalms.org/Public/PreviewStandard/Preview/3434

SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past.

SS.912.W.1.In.d: Identify basic uses of historical inquiry and the relation to geography, economics, and civics.SS.912.W.1.Su.d: Recognize a use of historical inquiry and the relation to geography, economics, and civics.SS.912.W.1.Pa.d: Recognize sources of information, such as artifacts, images, and auditory and written sources.http://www.cpalms.org/Public/PreviewStandard/Preview/3437

SS.912.W.1.5: Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography).

SS.912.W.1.In.e: Recognize differences in interpretations of historians about events.SS.912.W.1.Su.e: Recognize that interpretations of historians may differ.SS.912.W.1.Pa.e: Recognize sources of information, such

11











as artifacts, images, and auditory and written sources.http://www.cpalms.org/Public/PreviewStandard/Preview/3438

SS.912.W.1.6: Evaluate the role of history in shaping identity and character.


Skill Benchmarks:SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions.

SS.912.G.1.In.a: Create maps using technology to show physical and cultural attributes of a major world region. SS.912.G.1.Su.a: Create maps using technology to show physical or cultural attributes of a region. SS.912.G.1.Pa.a: Use technology to complete a map to show a physical or cultural attribute of a location. http://www.cpalms.org/Public/PreviewStandard/Preview/3592

SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place.

SS.912.G.1.In.b: Use spatial perspective and appropriate geographic terms and tools to organize and identify information about a location. SS.912.G.1.Su.b: Use spatial perspective and appropriate

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geographic terms and tools to identify information about a location. SS.912.G.1.Pa.b: Associate terms used by geographers with places, people, or the environment. http://www.cpalms.org/Public/PreviewStandard/Preview/3593 SS.912.G.1.3: Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.

SS.912.G.1.In.c: Use applicable units of measurement and scale to determine the distance between two places on a map or globe to solve simple problems. SS.912.G.1.Su.c: Use applicable units of measurement to identify the distance between two places on a map to solve simple problems. SS.912.G.1.Pa.c: Use positional words to identify a relative location on a map. http://www.cpalms.org/Public/PreviewStandard/Preview/3594

SS.912.G.2.1:Identify the physical characteristics and the human characteristics that define and differentiate regions.

SS.912.G.2.In.a: Identify physical characteristics—such as climate and terrain, and human elements—such as religion and economy, that explain settlement patterns in the United States regions over time.SS.912.G.2.Su.a: Recognize physical characteristics—such as climate and terrain, and human elements—such as religion and economy, that affected where people settled in the United States. SS.912.G.2.Pa.a: Recognize the effect of a physical characteristic of a place on people. http://www.cpalms.org/Public/PreviewStandard/Preview/3596

SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world.

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SS.912.G.2.In.b: Recognize factors and processes that contribute to differences between developing and developed regions of the world. SS.912.G.2.Su.b: Recognize a factor that contributes to differences between developing and developed regions of the world. SS.912.G.2.Pa.b: Recognize a characteristic of development. http://www.cpalms.org/Public/PreviewStandard/Preview/3597

SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications.

SS.912.G.2.In.c: Use geographic terms and tools to describe areas of the world that have experienced critical economic or physical changes, such as desertification, global warming, or natural disasters.SS.912.G.2.Su.c: Use geographic tools to identify areas in the world that have experienced a critical economic or physical change, such as desertification, global warming, or natural disasters.SS.912.G.2.Pa.c: Recognize a change in a place due to a natural disaster or other event in the world.http://www.cpalms.org/Public/PreviewStandard/Preview/3598

SS.912.G.4.1: Interpret population growth and other demographic data for any given place.

SS.912.G.4.In.a: Identify changes in population for selected places. SS.912.G.4.Su.a: Recognize changes in population for selected places. SS.912.G.4.Pa.a: Recognize that change is a characteristic of population. http://www.cpalms.org/Public/PreviewStandard/Preview/3606

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SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places.

SS.912.G.4.In.b: Use geographic terms and tools to describe the push/pull factors contributing to human migration. SS.912.G.4.Su.b: Use geographic terms and tools to identify the push/pull factors contributing to human migration. SS.912.G.4.Pa.b: Recognize a cause of migration. http://www.cpalms.org/Public/PreviewStandard/Preview/3607

SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas.

SS.912.G.4.In.c: Use geographic terms and tools to examine effects of migration on the place of origin and destination. SS.912.G.4.Su.c: Use geographic terms and tools to identify an effect of migration on the place of origin and destination. SS.912.G.4.Pa.c: Recognize an effect of migration. http://www.cpalms.org/Public/PreviewStandard/Preview/3608

SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world.

SS.912.G.4.In.g: Use geographic terms and tools to identify characteristics of cultural diffusion throughout selected places, regions, and the world. SS.912.G.4.Su.g: Use geographic terms and tools to recognize characteristics of cultural diffusion throughout selected places, regions, and the world. SS.912.G.4.Pa.g: Use a geographic term, such as movement, to recognize a change in the population of a place. http://www.cpalms.org/Public/PreviewStandard/Preview/3612

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SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time.

SS.912.G.4.In.i: Use political maps to identify changes in boundaries or governments within a continent. SS.912.G.4.Su.i: Use political maps to recognize changes in boundaries or governments within a continent. SS.912.G.4.Pa.i: Use maps to recognize changes in boundaries. http://www.cpalms.org/Public/PreviewStandard/Preview/3614

SS.912.W.1.2: Compare time measurement systems used by different cultures.

SS.912.W.1.In.b: Identify terms of time sequence, such as decade, century, and era. SS.912.W.1.Su.b: Recognize terms of time sequence, such as decade and century. SS.912.W.1.Pa.b: Recognize terms that relate to time, such as day, week, month, and year. http://www.cpalms.org/Public/PreviewStandard/Preview/3435

SS.912.W.1.3: Interpret and evaluate primary and secondary sources.

SS.912.W.1.In.c: Examine and describe information in primary and secondary sources, such as artifacts, images, and auditory and written sources. SS.912.W.1.Su.c: Identify information in a primary and secondary source, such as artifacts, images, and auditory and written sources. SS.912.W.1.Pa.c: Recognize sources of information, such as artifacts, images, and auditory and written sources. http://www.cpalms.org/Public/PreviewStandard/Preview/3436

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Human and environmental interaction

Demography and disease Migration Patterns of settlement Technology



and ideologies

Science and technology


Trade and Commerce Labor systems

Florida Standards Focus Standard:LAFS.910.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

Content Benchmarks:SS.912.W.4.11: Summarize the causes that led to the Age of Exploration, and identify major voyages and sponsors.


Florida Standards Focus Activity:

Have students write a newspaper article on one of the explorers, highlighting their achievements and the new lands they discovered that cites specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

http://exploration.marinersmuseum.org/type/age-of-discovery/

(This also meets, LAFS.910.WSHT.3.9 Draw evidence from informational texts to support analysis reflection, and research)

Mobile Device Project: Revolution and Exploration

17

Topic 8: Age of Exploration

Essential Question: What were the causes, voyages and sponsors that led to the Age of exploration?

Pacing Date(s)


Block 5 days 11-14-17 to 11-30-17

http://exploration.marinersmuseum.org/type/age-of-discovery/






http://socialsciences.dadeschools.net/mobile_devices.asp





Development and Transformation of Social Structures

Gender roles and relations Family & Kinship Racial and ethnic

constructions Social and economic classes


Political structures and forms of

governance Empires Nations and nationalism

Major Voyages and Sponsorso Reasons for Explorationo Henry the Navigatoro Christopher Columbus o Vasco de Gama and Diaz o Henry Cortes o Zheng Heo Magellan

The Columbian Exchange and Beyondo Europeo Africao Asiao The Philippines

Methods of Colonization: The Big Five

o England o Spain o Treaty of Torsedillas o Encomienda System o Conquistadors

SS.912.W.4.12: Evaluate the scope and impact of the Columbian Exchange on Europe, Africa, Asia, and the Americas.

SS.912.W.4.In.l: Recognize impacts of the Columbian Exchange, such as the exchange of agricultural goods, diseases, and ideas between Europe, Africa, and the Americas. SS.912.W.4.Su.l: Recognize an impact of the Columbian Exchange, such as the exchange of agricultural goods, diseases, or ideas between Europe, Africa, and the Americas. SS.912.W.4.Pa.l: Recognize a cause for exchange of goods. http://www.cpalms.org/Public/PreviewStandard/Preview/3472

SS.912.W.4.13: Examine the various economic and political systems of Portugal, Spain, the Netherlands, France, and England in the Americas.

SS.912.W.4.In.m: Recognize ways the economic and political systems of European countries were used in the Americas. SS.912.W.4.Su.m: Recognize that European countries influenced the economic or political systems in the Americas. SS.912.W.4.Pa.m: Recognize that people value traditional ways of life. http://www.cpalms.org/Public/PreviewStandard/Preview/3473

Vocabulary/Identification: (Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion.) Age of Exploration: (textbook pg. 272- 289) Henry the Navigator, cartographer, Vasco de Gama, Christopher Columbus, Vasco de Gama, Line of Demarcation,Treaty of Tordesillas, circumnavigate, Ferdinand Magellan, Cape Town, sovereign, sepoy, Zheng He, , Dutch East India Company, Matteo Ricci, Lord Macartney, Tianos, conquistador, Hernan Cortes, Tenochtitlan, alliance, Moctezuma, Francisco Pizarro, immunity, privateers, Colombian Exchanges: (textbook pgs. 309-313) Columbian Exchange, inflation, price revolution, entrepreneur, mercantilism, tariff, Commercial Revolution, free enterprise system Colonization: (textbook page 289- 300) encomienda system, viceroy, Bartolome de Las Casas creole, mestizo, mulatto, peons, peninsulares, New France, Jacques Cartier, revenues, Pilgrims, John Cabot, compact, French and Indian War, Treaty of Paris Slavery and the Trans-Atlantic Slave Trade: (textbook pgs.301-308) plantation, missionary, Asante Kingdom, Oyo empire, monopoly, triangular trade, Middle passage, mutiny Afonso I, Olaudah EquianoTextbook Resources: – pgs. 272 - 313



Technology: Video Segment: Food and the Columbian Exchange: The Atlantic Voyageshttp://www.learner.org/courses/worldhistory/unit_video_16-1.html

Video Segment: Food and the Columbian Exchange: The Caribbean Experiencehttp://www.learner.org/courses/worldhistory/unit_video_16-2.html

Exploring History through documents and images: The End of the African Slave 18

http://www.learner.org/courses/worldhistory/unit_video_16-2.html






















http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1384781498548&sb=airpublish&so=descending&ip=25&pi=bab1369be49e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/1311369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true






o Portugalo Franceo The Netherlandso The Dutch East India

Company

Slavery and the Trans-Atlantic Slave Trade

o Sources of Slaves o The Middle Passage o Growth of the Slave Trade o Effects of the Slave Trade

SS.912.W.4.14: Recognize the practice of slavery and other forms of forced labor experienced during the 13th through 17th centuries in East Africa, West Africa, Europe, Southwest Asia, and the Americas.

SS.912.W.4.In.n: Recognize how the practice of slavery and other forms of forced labor differed in Africa, Europe, and the Americas.SS.912.W.4.Su.n: Recognize that slavery and forced labor were used in Africa, Europe, and the Americas.SS.912.W.4.Pa.n: Recognize that slaves did not have freedom.http://www.cpalms.org/Public/PreviewStandard/Preview/3474

SS.912.W.4.15: Explain the origins, developments, and impact of the trans-Atlantic slave trade between West Africa and the Americas.SS.912.W.4.In.o: Recognize how the practice of slavery and other forms of forced labor differed in Africa, Europe, and the Americas.SS.912.W.4.Su.o: Recognize that slavery and forced labor were used in Africa, Europe, and the Americas.SS.912.W.4.Pa.o: Recognize that slaves did not have freedom.http://www.cpalms.org/Public/PreviewStandard/Preview/3475

SS.912.G.2.1: Identify the physical characteristics and the human characteristics that define and differentiate regions.

SS.912.G.2.In.a: Identify physical characteristics—such as climate and terrain, and human elements—such as religion and economy, that explain settlement patterns in the United States regions over time. SS.912.G.2.Su.a: Recognize physical characteristics—such as climate and terrain, and human elements—such as religion and economy, that affected where people settled in the United States. SS.912.G.2.Pa.a: Recognize the effect of a physical characteristic of a place on people.

Tradehttp://worldhistoryconnected.press.illinois.edu/1.1/gilbert.html

Article on Production and Consumption in the Atlantic Worldhttp://worldhistoryconnected.press.illinois.edu/7.1/martin.html

Fordham University- Discovery and Reformation- This sites contain information about people and events related to the Age of Discovery and the reformation. It also contains maps and a glossary of important terms. http://legacy.fordham.edu/halsall/mod/modsbook02.asp http://legacy.fordham.edu/Halsall/mod/modsbook03.asp

PBS- The Conquistadors focuses on Spanish Conquistadors in the New World and the legacy of their contact with Native Americans. There are lesson plans for teachers and in-depth online content for students available in both English and Spanish.http://www.pbs.org/conquistadors/

British National Archives- Black Presence-this site explores Asian and Black history in the Caribbean in Britain from 1500 to 1850 through primary documents and general information http://www.nationalarchives.gov.uk/pathways/blackhistory/index.htm

National Humanities Center- The Columbian Exchange: Plants, Animals, and Disease between the Old and New Worlds-This site gives pictures as well as a reading excerpt of the products and ideas exchanged in the Columbian exchange. http://nationalhumanitiescenter.org/tserve/nattrans/ntecoindian/essays/columbian.htm

Extensive collection of primary documents on European exploration and the first encounters between the Europeans and the Amerindians.http://nationalhumanitiescenter.org/pds/amerbegin/

Links to historical materials and contemporary legacies of Portuguese and Dutch Colonialism.http://www.colonialvoyage.com

Portal to a wide variety of resources including African experiences on slavery and the slave trade.http://www.inmotionaame.org/migrations

In Motion: The African American Migration Experience. Schomburg Center in 19

http://www.inmotionaame.org/migrations

http://www.colonialvoyage.com/

http://nationalhumanitiescenter.org/pds/amerbegin/

http://nationalhumanitiescenter.org/tserve/nattrans/ntecoindian/essays/columbian.htm

http://nationalhumanitiescenter.org/tserve/nattrans/ntecoindian/essays/columbian.htm

http://www.nationalarchives.gov.uk/pathways/blackhistory/index.htm

http://www.pbs.org/conquistadors/

http://legacy.fordham.edu/Halsall/mod/modsbook03.asp

http://legacy.fordham.edu/halsall/mod/modsbook02.asp

http://worldhistoryconnected.press.illinois.edu/7.1/martin.html

http://worldhistoryconnected.press.illinois.edu/1.1/gilbert.html








http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1384781880456&sb=airpublish&so=descending&ip=25&pi=1443369be49e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/5b71369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true

http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1384781880456&sb=airpublish&so=descending&ip=25&pi=1443369be49e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/5b71369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true











SS.912.G.2.In.c: Use geographic terms and tools to describe areas of the world that have experienced critical economic or physical changes, such as desertification, global warming, or natural disasters. SS.912.G.2.Su.c: Use geographic tools to identify areas in the world that have experienced a critical economic or physical change, such as desertification, global warming, or natural disasters. SS.912.G.2.Pa.c: Recognize a change in a place due to a natural disaster or other event in the world. http://www.cpalms.org/Public/PreviewStandard/Preview/3598

SS.912.G.4.1: Interpret population growth and other

Black Culture, New York Public Library- Excellent website full of images, maps, and primary sources on the Trans Atlantic Slave Trade.http://www.inmotionaame.org/home.cfm

SHEG: Montezuma and Cortes (http://sheg.stanford.edu/moctezuma-and-cortes)Atahualpa and the Bible (http://sheg.stanford.edu/atahualpa-and-the-bible)

In a nutshell video, Who discovered America (https://www.youtube.com/watch?v=U7HxCsPho34)

Crash Course 21: Columbus, De Gama (https://www.youtube.com/watch?v=NjEGncridoQ)

Crash Course 23: Columbian Exchange (https://www.youtube.com/watch?v=HQPA5oNpfM4)

Crash Course 24: Atlantic Slave Trade (https://www.youtube.com/watch?v=dnV_MTFEGIY)

Crash Course 25: Spanish Empire and Silver (https://www.youtube.com/watch?v=rjhIzemLdos)

Suggested Activities:Have students trace the routes taken by various explorers of the time period mapping each route from its site of origin.

Have students compare the reasons for exploration amongst the Big Five Nations through a semantic web.

Have students research and defend a point of view in a debate from the various views of government officials, indigenous peoples, and/or explorers towards Columbus exploration of the America’s, be sure to examine both sides and how they were affected.http://www.hartford-hwp.com/Taino/docs/columbus.htmlhttp://www.flmnh.ufl.edu/caribarch/columbus.htmhttp://www.americanheritage.com/content/christopher-columbus-mariner

Have students outline the triangular trade system; conduit the actual items that were exchanged during the process.

Have students imagine that they are a cartographer around 1500 for either Portugal or Spain and have them illustrate a map of newly discovered territories

20

http://www.americanheritage.com/content/christopher-columbus-mariner

http://www.flmnh.ufl.edu/caribarch/columbus.htm

http://www.hartford-hwp.com/Taino/docs/columbus.html

https://www.youtube.com/watch?v=rjhIzemLdos

https://www.youtube.com/watch?v=rjhIzemLdos

https://www.youtube.com/watch?v=dnV_MTFEGIY

https://www.youtube.com/watch?v=dnV_MTFEGIY

https://www.youtube.com/watch?v=HQPA5oNpfM4

https://www.youtube.com/watch?v=HQPA5oNpfM4

https://www.youtube.com/watch?v=NjEGncridoQ

https://www.youtube.com/watch?v=NjEGncridoQ

https://www.youtube.com/watch?v=U7HxCsPho34

https://www.youtube.com/watch?v=U7HxCsPho34

http://sheg.stanford.edu/atahualpa-and-the-bible

http://sheg.stanford.edu/moctezuma-and-cortes

http://www.inmotionaame.org/home.cfm

















demographic data for any given place.







with pictures of people, places, and goods discovered.

Have students write a newspaper article on one of the explorers, highlighting their achievements and the new lands they discovered.

Have students list the advantages and disadvantages of exploration from the perspective of either a European Explorer or an indigenous person.

Have students map the port cities along the Spice Islands, and identify the controlling nations of each.

Have students create a chart outlining the movements of people and how their resulting interaction affected the economic, social, and geopolitical institutions of society.

Have students write a diary entry from the perspective of a slave experiencing the middle passage.http://www.pbs.org/wgbh/aia/part1/1narr4.html

Have students write a testimony of the Middle Passage from the perspective of the boat being used for the journey.



Additional ELL Strategies: Provide students with oral and visual cues for directionsProvide students with pictures, graphs, charts, and videos.Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)Provide students with peer grouping for activitiesProvide students with teacher read-a-loud strategiesProvide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects)Provide students with cooperative learning activities (small/large group settings)Provide students with structured paragraphs for writing assignmentsProvide students with the use of simplified/shortened reading textProvide students with semantic mapping activities to enhance writingProvide students with the opportunity to use the Language Experience Approach

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http://www.pbs.org/wgbh/aia/part1/1narr4.html

























SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given




What are read-a-louds, and what can they do for instruction?http://www.learner.org/workshops/tml/workshop7/teaching2.html

Brigham Young University offers printable World History blank outline maps, divided by region:https://geography.byu.edu/pages/resources/outlinemaps.aspx

State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.



Resources:

22


https://geography.byu.edu/pages/resources/outlinemaps.aspx
























place.

SS.912.G.1.In.b: Use spatial perspective and appropriate geographic terms and tools to organize and identify information about a location. SS.912.G.1.Su.b: Use spatial perspective and appropriate geographic terms and tools to identify information about a location. SS.912.G.1.Pa.b: Associate terms used by geographers with places, people, or the environment. http://www.cpalms.org/Public/PreviewStandard/Preview/3593

SS.912.G.1.3: Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.




SS.912.H.3.1: Analyze the effects of transportation, trade,


23




















communication, science, and technology on the preservation and diffusion of culture.

SS.912.H.3.In.a: Identify effects of transportation, trade, communication, science, and technology on the preservation of a culture and its diffusion to other locations. SS.912.H.3.Su.a: Recognize an effect of transportation, trade, communication, science, or technology on the diffusion of a culture to another location. SS.912.H.3.Pa.a: Recognize that communication helps spread ideas to other cultures. http://www.cpalms.org/Public/PreviewStandard/Preview/3638


SS.912.W.1.In.a: Use a timeline to show the relationship of historical events. SS.912.W.1.Su.a: Use a simple timeline to identify the relationship of historical events. SS.912.W.1.Pa.a: Use a simple pictorial timeline to recognize a sequence of events. http://www.cpalms.org/Public/PreviewStandard/Preview/3434


SS.912.W.1.In.b: Identify terms of time sequence, such as decade, century, and era. SS.912.W.1.Su.b: Recognize terms of time sequence, such as decade and century. SS.912.W.1.Pa.b: Recognize terms that relate to time, such as day, week, month, and year. http://www.cpalms.org/Public/PreviewStandard/Preview/3435 SS.912.W.1.3: Interpret and evaluate primary and

24




















secondary sources.





SS.912.W.1.In.e: Recognize differences in interpretations of historians about events.SS.912.W.1.Su.e: Recognize that interpretations of historians may differ.SS.912.W.1.Pa.e: Recognize sources of information, such as artifacts, images, and auditory and written sources.http://www.cpalms.org/Public/PreviewStandard/Preview/3438

SS.912.W.1.6: Evaluate the role of history in shaping identity and character

SS.912.H.1.In.c: Identify works in the arts from various

25















cultures, such as African, Asian, European, the Americas, and Middle Eastern. SS.912.H.1.Su.c: Recognize works in the arts from various cultures, such as African, Asian, the Americas, and Middle Eastern. SS.912.H.1.Pa.c: Recognize a characteristic of a work in the arts from a time period. http://www.cpalms.org/Public/PreviewStandard/Preview/3628

LA.910.1.6.1: The student will use new vocabulary that is introduced and taught directly





Course Themes Addressed Florida Standards Focus Standard:LAFS.910.RH.2.5 Analyze how a text uses structure to Florida Standards Focus Activity:

Have students create a list of the major individuals, events, and characteristics 26

Topic 9: Asia in Transition (East Asia)

Essential Question: What were the major individuals, events and characteristics of the Chinese Dynasties and Japan in the Tokugawa period?

Pacing Date(s)


Block 3 days 12-1-17 to 12-8-17










Demography and disease Migration Patterns of settlement Technology







Gender roles and relations Family & Kinship Social and economic classes



Empires Nations and nationalism Revolts and Revolutions

The Ming (2) and Qing Dynastieso Foreign Policy

emphasize key points or advance an explanation or analysis.

Content Benchmarks:

SS.912.W.2.22: Describe Japan's cultural and economic relationship to China and Korea.

SS.912.W.2.In.v: Identify an example of Japan's cultural and economic relationship to China and Korea. SS.912.W.2.Su.v: Recognize an example of Japan's cultural and economic relationship to China and Korea. SS.912.W.2.Pa.v: Recognize that people in different cultures share customs and practices. http://www.cpalms.org/Public/PreviewStandard/Preview/3441 SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications.



SS.912.G.4.In.a: Identify changes in population for selected places. SS.912.G.4.Su.a: Recognize changes in population for selected places.

for each of the listed historical periods (e.g., Tokugawa, Ming and Qing) and write a persuasive essay that analyzes key points or advances an explanation.

(LAFS.910.WSHT.1.1Write arguments focused on discipline-specific content.)

Vocabulary/Identification: (Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion.) Ming Dynasty: (textbook pgs.200-203, 540-543) Ming dynasty, civil service exam Yangtze (Yellow) river, abacus, Zheng He, Qing dynasty, Taiping Rebellion, Sino-Japanese War, Guang Xu, Boxer Uprising, Sun Yixian

China and the Europeans: (textbook pgs.539- 540, 550-555) Opium War, trade surplus, balance of trade, trade deficit, indemnity, extraterritoriality, Treaty of Nanjing, Open Door Policy, French Indochina, Mongkut, Spanish-American War, indigenous, penal colony, Liliuokalani, Maori

Tokugawa Dynasty: (textbook pgs.214-216, 544-549) Matthew Perry, Mutsuhinto, Tokyo, Meiji Restoration, Diet, zaibatsu, homogeneous society, Russo-Japanese War, Treaty of Portsmouth

Textbook Resources: – pgs. 197 – 221, 540 - 549

Workbook Resources: - Reading and Note Taking Study Guide pgs. 51 – 58, 135 - 137

Test Prep Workbook Resources: - pgs. 32 - 42, 97 - 107

Mobile Device Project: Asia in Transition:

Technology: Video Segment: Diets, Population, and Trade: Chinahttp://www.learner.org/courses/worldhistory/unit_video_16-3.html

Video Segment: Silver Connects the World: Chinahttp://www.learner.org/courses/worldhistory/unit_video_15-1.html

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http://socialsciences.dadeschools.net/mobile_devices.asp





o Junkso Transitional Yearso Economy, Culture and

Societyo Decline of the Qing Dynasty

China and the Europeanso The Portugueseo The Britisho The Treaty of Nankingo Free Tradeo The Opium Tradeo The Taiping Rebellion

Tokugawa Shogunateo Founding of the

Shogunateo Hideyoshio Ieyasuo Foreign Contacto Life in Tokugawa Japan

SS.912.G.4.Pa.a: Recognize that change is a characteristic of population. http://www.cpalms.org/Public/PreviewStandard/Preview/3606






SS.912.G.4.In.g: Use geographic terms and tools to identify characteristics of cultural diffusion throughout selected places, regions, and the world. SS.912.G.4.Su.g: Use geographic terms and tools to recognize characteristics of cultural diffusion throughout selected places, regions, and the world.

Video Segment: Silver Connects the World: The Americashttp://www.learner.org/courses/worldhistory/unit_video_15-2.html

Video Segment: Silver Connects the World: Europe, East Asia, and West Africahttp://www.learner.org/courses/worldhistory/unit_video_15-3.html

A useful portal to primary sources on world history, including Asian empires, organized chronologically and geographically, with a dedicated section on women in world history.http://worldhistorymatters.org

This website compares Europe and China between 1500-1937 through general information, primary documents and video segmentshttp://afe.easia.columbia.edu/chinawh/

A virtual journey on the Nakasendo Highway, the road connecting the Tokugawa capital of Edo with the imperial residence ay Kyotohttp://www.nakasendoway.com/

Created under the auspices of the National Endowment of the Humanities, with the visual resources on such topics as calligraphy, military technology, painting, and architecture.http://depts.washington.edu/chinaciv/

Suggested Activities:Have students create a Venn Diagram comparing the Ming and Qing dynasty in terms of leaders, religions, trade policies, economics, European contact and decline.

Have students create a Venn Diagram on the impact of foreign influence in China compared to Japan.

Have students create a list of the major individuals, events, and characteristics for each of the listed historical periods ( e.g., Tokugawa, Ming and Qing)

Have students identify the Japanese social classes during the Shogunate and list or discuss their responsibilities and privileges.

Have students discuss and prepare a report on why countries would develop and partake in isolationist policies and whether or not it is beneficial to the country.

Have students create a political cartoon about Commander Perry’s arrival in

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http://depts.washington.edu/chinaciv/

http://www.nakasendoway.com/

http://afe.easia.columbia.edu/chinawh/

http://worldhistorymatters.org/






















SS.912.G.4.Pa.g: Use a geographic term, such as movement, to recognize a change in the population of a place. http://www.cpalms.org/Public/PreviewStandard/Preview/3612




SS.912.H.3.In.a: Identify effects of transportation, trade, communication, science, and technology on the preservation of a culture and its diffusion to other locations. SS.912.H.3.Su.a: Recognize an effect of transportation, trade, communication, science, or technology on the diffusion of a culture to another location. SS.912.H.3.Pa.a: Recognize that communication helps spread ideas to other cultures. http://www.cpalms.org/Public/PreviewStandard/Preview/3638


SS.912.W.1.In.a: Use a timeline to show the relationship of historical events. SS.912.W.1.Su.a: Use a simple timeline to identify the relationship of historical events.

Japan from either the perspective of the Japanese or American imperialists.


ELL:

Use visual depictions of historical events in order to increase ELL students’ mastery of related content.

Additional ELL Strategies: Provide students with oral and visual cues for directionsProvide students with pictures, graphs, charts, and videos.Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)Provide students with peer grouping for activitiesProvide students with teacher read-a-loud strategiesProvide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects)Provide students with cooperative learning activities (small/large group settings)Provide students with structured paragraphs for writing assignmentsProvide students with the use of simplified/shortened reading textProvide students with semantic mapping activities to enhance writingProvide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php


What are read-a-louds, and what can they do for instruction?http://www.learner.org/workshops/tml/workshop7/teaching2.html Brigham Young University offers printable World History blank outline maps, divided by region:https://geography.byu.edu/pages/resources/outlinemaps.aspx


State and District Instructional Requirements:

29

























SS.912.W.1.Pa.a: Use a simple pictorial timeline to recognize a sequence of events. http://www.cpalms.org/Public/PreviewStandard/Preview/3434





SS.912.G.1.3:Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.

SS.912.G.1.In.c: Use applicable units of measurement and scale to determine the distance between two places on a map or globe to solve simple problems.

Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.



Resources:


30




















SS.912.G.1.Su.c: Use applicable units of measurement to identify the distance between two places on a map to solve simple problems. SS.912.G.1.Pa.c: Use positional words to identify a relative location on a map. http://www.cpalms.org/Public/PreviewStandard/Preview/3594


SS.912.G.2.In.a: Identify physical characteristics—such as climate and terrain, and human elements—such as religion and economy, that explain settlement patterns in the United States regions over time. SS.912.G.2.Su.a: Recognize physical characteristics—such as climate and terrain, and human elements—such as religion and economy, that affected where people settled in the United States. SS.912.G.2.Pa.a: Recognize the effect of a physical characteristic of a place on people. http://www.cpalms.org/Public/PreviewStandard/Preview/3596




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SS.912.H.1.In.c: Identify works in the arts from various cultures, such as African, Asian, European, the Americas, and Middle Eastern.SS.912.H.1.Su.c: Recognize works in the arts from various cultures, such as African, Asian, the Americas, and Middle Eastern.SS.912.H.1.Pa.c: Recognize a characteristic of a work in the arts from a time period.http://www.cpalms.org/Public/PreviewStandard/Preview/3628






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SS.912.W.1.In.e: Recognize differences in interpretations of historians about events.SS.912.W.1.Su.e: Recognize that interpretations of historians may differ.SS.912.W.1.Pa.e: Recognize sources of information, such as artifacts, images, and auditory and written sources.http://www.cpalms.org/Public/PreviewStandard/Preview/3438



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Course Themes AddressedHuman and environmental interaction

Migration Patterns of settlement Technology







Gender roles and relations Family & Kinship

Florida Standards Focus Standard:LAFS.910.RH.3.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.

Content Benchmarks:SS.912.W.3.1: Discuss significant people and beliefs associated with Islam.

SS.912.W.3.In.a: Identify significant people and beliefs associated with Islam, such as Muhammad, Islamic law, and the relationship between government and religion. SS.912.W.3.Su.a: Recognize a significant person or belief associated with Islam, such as Muhammad or Islamic law. SS.912.W.3.Pa.a: Recognize that religion influences culture. http://www.cpalms.org/Public/PreviewStandard/Preview/3442 SS.912.W.3.3: Determine the causes, effects, and extent of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula.

SS.912.W.3.In.c: Recognize effects of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula, such as the Crusades, the capture of

Florida Standards Focus Activity:

Have students compare various historians’ views of the reign of Aurangzeb, utilizing articles pictures, video clips and other resources and assess the extent to which the reasoning and evidence in a text support the author’s claims. http://www.sscnet.ucla.edu/southasia/History/Mughals/Aurang3.htmlhttp://www.hindunet.org/hindu_history/modern/akbar_ppg.html

(This also meets, LAFS.910.WSHT.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.)

Vocabulary/Identification: (Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion.) Ottoman Empire:(textbook pgs. 144-147, 530-531) Ottoman, Suleiman, Janizary, Istanbul

Safavid Empire: (textbook pgs. 147-148) Safavid, Isfahan, shah, Shah Abbas the Great, Oajars, Tehran

Mugal Empire: (textbook pgs.187- 189) Delhi, sultan, rajahs, Sikhism, Babur, Mughal, Akbar, Jur Jahan, Shah Jahan, Taj Mahal

Textbook Resources: – pgs. 129 - 148

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Topic 10: Asia in Transition (The Muslim Empires)

Essential Question: What were the key economic, social and political developments of Islamic history?Pacing Date(s)


Block 3.5 days 12-11-17 to 12-19-17

http://www.hindunet.org/hindu_history/modern/akbar_ppg.html

http://www.sscnet.ucla.edu/southasia/History/Mughals/Aurang3.html











Social and economic classes




Reform, Growth and Expansion

Ottoman Empireo The Rise of Empireo Government and Societyo Jannisarrieso Recovery and Expansiono Suleiman

The Safavid Empireo The Rise of Empireo Government and Societyo Military Reformso Esmail’s Religious Policy

The Mughal Empireo The Rise and Growtho Religion, Economy and

Tradeo Baburo The Sikh Faitho The Reign of Aurangzeb

Jerusalem, and conversion of the Mongols to Islam. SS.912.W.3.Su.c: Recognize an effect of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula, such as the spread of Islam. SS.912.W.3.Pa.c: Recognize that religion influences culture. http://www.cpalms.org/Public/PreviewStandard/Preview/3444

SS.912.W.3.6: Describe key economic, political, and social developments in Islamic history.

SS.912.W.3.In.f: Recognize key developments in Islamic history, such as the form of government (caliphate), the formation of different religious groups—Sunni and Shi'a, and the importance of slave trade. SS.912.W.3.Su.f: Recognize a key development in Islamic history, such as the form of government (caliphate), the formation of different religious groups—Sunni and Shi'a, or the importance of slave trade. SS.912.W.3.Pa.f: Recognize an achievement or contribution of Asian, African, or Meso-American civilizations. http://www.cpalms.org/Public/PreviewStandard/Preview/3447





Technology: Short Video on Ottoman Empirehttp://www.learner.org/courses/worldhistory/unit_video_17-3.html

SHEG: Expansion of Islamic Empires (http://sheg.stanford.edu/expansion-islamic-empire)Crash Course 19: Ottoman Empire (https://www.youtube.com/watch?v=UN-II_jBzzo)Crash Course 20: Mongols (https://www.youtube.com/watch?v=etmRI2_9Q_A)

Suggested Activities:Have students create a Venn Diagram comparing Ottoman society to modern United States society.

Have students develop a cause and effect chart on the role of religion in the development of the Safavid Empire.

Have students map the modern countries, whole or in part, that were ruled by the Ottoman Empire at its greatest extent.

Have students compare the treatment of subjects by the Ottomans, Safavids, and Mughals and present their findings to the class.

Have students compare the decline of Ottoman, Safavid, and Mughal Empires.http://www.sscnet.ucla.edu/southasia/History/Mughals/mughals.htmlhttp://www.bbc.co.uk/religion/religions/islam/history/mughalempire_1.shtmlhttp://www.bbc.co.uk/religion/religions/islam/history/safavidempire_1.shtmlhttp://www.clas.ufl.edu/users/oren/INR4204Middleeast.html

Have students evaluate the treatment of Jannisaries and their effectiveness in contributing to the Ottoman Empire and create a brochure, informing the public of their findings.

Have students imagine that they are a foreign ambassador to India during the height of the Mughal empire and have them write a letter describing what they are witnessing in regards to the event in India.

Assessment:Develop rubrics and share with students for each of the above mentioned

35

http://www.clas.ufl.edu/users/oren/INR4204Middleeast.html

http://www.bbc.co.uk/religion/religions/islam/history/safavidempire_1.shtml

http://www.bbc.co.uk/religion/religions/islam/history/mughalempire_1.shtml

http://www.sscnet.ucla.edu/southasia/History/Mughals/mughals.html

https://www.youtube.com/watch?v=etmRI2_9Q_A

https://www.youtube.com/watch?v=UN-II_jBzzo

https://www.youtube.com/watch?v=UN-II_jBzzo

http://sheg.stanford.edu/expansion-islamic-empire

http://sheg.stanford.edu/expansion-islamic-empire


























SS.912.G.4.7: Use geographic terms and tools to explain

projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension.


Additional ELL Strategies: Provide students with oral and visual cues for directionsProvide students with pictures, graphs, charts, and videos.Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)Provide students with peer grouping for activitiesProvide students with teacher read-a-loud strategiesProvide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects)Provide students with cooperative learning activities (small/large group settings)Provide students with structured paragraphs for writing assignmentsProvide students with the use of simplified/shortened reading textProvide students with semantic mapping activities to enhance writingProvide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php





Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social

36

























cultural diffusion throughout places, regions, and the world.



SS.912.G.4.In.i: Use political maps to identify changes in boundaries or governments within a continent.SS.912.G.4.Su.i: Use political maps to recognize changes in boundaries or governments within a continent. SS.912.G.4.Pa.i: Use maps to recognize changes in boundaries. http://www.cpalms.org/Public/PreviewStandard/Preview/3614 Skill Benchmarks:SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions.

SS.912.G.4.In.i: Use political maps to identify changes in boundaries or governments within a continent.SS.912.G.4.Su.i: Use political maps to recognize changes in boundaries or governments within a continent. SS.912.G.4.Pa.i: Use maps to recognize changes in boundaries. http://www.cpalms.org/Public/PreviewStandard/Preview/3614 SS.912.G.1.2: Use spatial perspective and appropriate

Sciences web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.



Resources:


37





















geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place.





SS.912.G.2.In.a: Identify physical characteristics—such as climate and terrain, and human elements—such as religion and economy, that explain settlement patterns in the United States regions over time. SS.912.G.2.Su.a: Recognize physical characteristics—such as climate and terrain, and human elements—such as religion and economy, that affected where people settled in the United States.

38

















SS.912.G.2.Pa.a: Recognize the effect of a physical characteristic of a place on people. http://www.cpalms.org/Public/PreviewStandard/Preview/3596




SS.912.H.1.In.c: Identify works in the arts from various cultures, such as African, Asian, European, the Americas, and Middle Eastern.SS.912.H.1.Su.c: Recognize works in the arts from various cultures, such as African, Asian, the Americas, and Middle Eastern.SS.912.H.1.Pa.c: Recognize a characteristic of a work in the arts from a time period.


SS.912.H.3.In.a: Identify effects of transportation, trade, communication, science, and technology on the preservation of a culture and its diffusion to other locations.SS.912.H.3.Su.a: Recognize an effect of transportation,

39













trade, communication, science, or technology on the diffusion of a culture to another location.SS.912.H.3.Pa.a: Recognize that communication helps spread ideas to other cultures.http://www.cpalms.org/Public/PreviewStandard/Preview/3638


SS.912.W.1.In.a: Use a timeline to show the relationship of historical events.SS.912.W.1.Su.a: Use a simple timeline to identify the relationship of historical events.SS.912.W.1.Pa.a: Use a simple pictorial timeline to recognize a sequence of events.





40
















6 SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past.



SS.912.W.1.In.e: Recognize differences in interpretations of historians about events.SS.912.W.1.Su.e: Recognize that interpretations of historians may differ.SS.912.W.1.Pa.e: Recognize sources of information, such as artifacts, images, and auditory and written sources.




41














STRAND(S) and STANDARD(S):World History (Standard 1: Utilize historical inquiry skills and analytical processes)

(Standard 5: Analyze the causes, events and effects of the Enlightenment and its impacts on the American, French and other Revolutions)Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)



Course Themes Addressed



Florida Standards Focus Standard:LAFS.910.RH.3.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Content Benchmarks:

Florida Standards Focus Activity: Have students create a chart of the absolute monarchs of Western Europe comparing their domestic and foreign policies integrating quantitative or technical analysis with qualitative analysis in print or digital text, examining information presented in the course text book.

42

Topic 11: A New Era of Absolutism and Enlightenment Essential Question: How did enlightenment ideals impact the development of economic, political and religious structures in the Western World?

Pacing Date(s)


Block 3 days 12-20-17 to 01-10-18







Gender roles and relations Family & Kinship Social and economic classes

State Building, Expansion and Conflicts Political structures and forms

of governance Empires Nations and nationalism Revolts and Revolutions

Absolutism

Englando Constitutional Monarchy Englando The Glorious Revolutiono English Monarchyo English Civil Waro Declaration of Rights &

Parliamentary Rule

Absolute Monarchies

Franceo The thirty years waro Louis XIV o War of Spanish Succession

Spaino Phillip IIo Militant Catholicismo Dominance and Expansion

SS.912.W.5.1: Compare the causes and effects of the development of constitutional monarchy in England with those of the development of absolute monarchy in France, Spain and Russia.

SS.912.W.5.In.a: Identify differences between constitutional monarchies and absolute monarchies in Europe.SS.912.W.5.Su.a: Recognize that a constitutional government can limit the powers of a king or queen.SS.912.W.5.Pa.a: Recognize a king or queen as a leader.http://www.cpalms.org/Public/PreviewStandard/Preview/3476

SS.912.W.5.2: Identify major causes of the Enlightenment.

SS.912.W.5.In.b: Recognize influences of the Enlightenment, such as the Renaissance, Scientific Revolution, and Reformation. SS.912.W.5.Su.b: Recognize an influence of the Enlightenment, such as the Renaissance, Scientific Revolution, or Reformation. SS.912.W.5.Pa.b: Recognize that leaders can influence people.http://www.cpalms.org/Public/PreviewStandard/Preview/3477

SS.912.W.5.3: Summarize the major ideas of Enlightenment philosophers.

SS.912.W.5.In.c: Recognize major ideas of Enlightenment philosophers, such as the importance of a government and natural rights.SS.912.W.5.Su.c: Recognize a major idea of Enlightenment philosophers, such as the importance of a government or natural rights.SS.912.W.5.Pa.c: Recognize that leaders can influence people.http://www.cpalms.org/Public/PreviewStandard/Preview/3478

SS.912.W.5.4: Evaluate the impact of Enlightenment ideals on the development of economic, political, and religious

Vocabulary/Identification: (Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion.) England: (textbook pgs.342-351) James I, James II, William III, dissenter, Puritan, Toleration Act of 1689, Charles I, Oliver Cromwell, English Bill of Rights, limited monarchy, constitutional government, cabinet, prime minister, oligarchy, English Civil War, Glorious Revolution, Henry VIII, Elizabeth ISpain and France: (textbook pgs.324-332) Hapsburg Empire, Charles V, Phillip II, absolute monarchy, armada, El Greco, Miguel de Cervantes, Huguenots, Henry IV, Edict of Nantes, Cardinal Richelieu, Louis XIV, Jean- Baptiste Colbert, Versailles, levee, balance of power, divine right, war of Spanish Succession, Treaty of UtrechtRussia, Austria-Prussia: (textbook pgs.333-341) elector, mercenary, Thirty Years War, depopulation, Hapsburg Austria, Peace of Westphalia, Maria Theresa, War of Austrian Succession, Prussia, Frederick William I, Frederick II, Peter the Great, westernization, boyar, autocratic, warm-water port, St. Petersburg, Catherine the Great, partitionEnlightenment: (textbook pgs.352-360) natural law, Thomas Hobbes, John Locke, social contract, natural rights, philosophe, Montesquieu, Voltaire, Jean-Jacques Rousseau, laissez faire, Adam Smith, free market, free enterprise system, censorship, salon, baroque, rococo, enlightened despot, Joseph II

Textbook Resources: – pgs. 324 – 349 (Absolute Monarchies and Reforms) 352 – 361 (Enlightenment Philosophers)

Workbook Resources: - Reading and Note Taking Study Guide pgs. 82 – 90


Technology: British National Archives- The English Civil War- This site investigate the English Civil War activities and primary documents http://www.nationalarchives.gov.uk/education/civilwar/

Ohio State University-Scientific Revolution- this site contains general information, biographies, amps as well as timelines and primary documents.http://hti.osu.edu/scientificrevolution/historical_resources

SHEG: Galileo (http://sheg.stanford.edu/galileo)

43

http://sheg.stanford.edu/galileo

http://hti.osu.edu/scientificrevolution/historical_resources

http://www.nationalarchives.gov.uk/education/civilwar/
















RussiaoPeter the Great oCatherine the Great

The Austrian and Prussian Empires

o The Seven Years Waro The Hapsburgso War of Austrian Succession

Enlightenmento Causeso Philosopherso John Lockeo Voltaireo Baron de Montesquieu

structures in the Western world.

SS.912.W.5.In.d: Identify ways the Enlightenment influenced development in the Western World, such as the spread of democracy and equality in politics and religious freedom. SS.912.W.5.Su.d: Recognize a way the Enlightenment influenced development in the Western World, such as the spread of democracy and equality in politics or religious freedom. SS.912.W.5.Pa.d: Recognize an example of equality and freedom. http://www.cpalms.org/Public/PreviewStandard/Preview/3479




SS.912.G.4.In.a: Identify changes in population for selected places. SS.912.G.4.Su.a: Recognize changes in population for selected places.

History teacher video Copernicus (https://www.youtube.com/watch?v=-ELespEc0YE),

Catherine the Great (https://www.youtube.com/watch?v=SI8UmlYNFNQ)

In a Nutshell two Galileo video (https://www.youtube.com/watch?v=NMM8vx9vDiE )

Suggested Activities:Have students develop a list comparing Enlightenment thought to today’s political beliefs.

Have students research the relationship between Louis XIV and the Sun as a symbolic characteristic of him then have students create a symbol for Catherine the Great or Peter the Great.http://en.chateauversailles.fr/history/court-people/louis-xiv-time/louis-xiv-/louis-xiv/a-monarch-by-divine-law

Have students create a chart for Louis XIV, in one column listing the reasons for his actions and in the other explaining the results of those same actions.

Have students explain to the class the concept of absolutism and how French rulers gained absolute power from the 16th-19th century.

Have students discuss why the Austrian Monarchy, unlike the Prussian Monarchy never became a centralized absolute state.

Have students create a list determining the elements that distinguish between revolution and war.

Have students describe and discuss the democratic traditions that evolved in Great Britain.

Have students summarize how the English people gained civil liberties during the 17th and 18th centuries in 2 paragraphs.

Have students research the life and reign of Catherine the Great and Maria Theresa and evaluate their effectiveness as a ruler in their respective countries and have them defend their viewpoint to the class.http://www.pbs.org/marieantoinette/faces/maria.html http://www2.stetson.edu/~psteeves/classes/catherinedemadiriaga.html

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http://www2.stetson.edu/~psteeves/classes/catherinedemadiriaga.html

http://www2.stetson.edu/~psteeves/classes/catherinedemadiriaga.html

http://www.pbs.org/marieantoinette/faces/maria.html

http://en.chateauversailles.fr/history/court-people/louis-xiv-time/louis-xiv-/louis-xiv/a-monarch-by-divine-law

http://en.chateauversailles.fr/history/court-people/louis-xiv-time/louis-xiv-/louis-xiv/a-monarch-by-divine-law

https://www.youtube.com/watch?v=NMM8vx9vDiE

https://www.youtube.com/watch?v=NMM8vx9vDiE

https://www.youtube.com/watch?v=SI8UmlYNFNQ

https://www.youtube.com/watch?v=-ELespEc0YE

https://www.youtube.com/watch?v=-ELespEc0YE



















SS.912.G.4.Pa.a: Recognize that change is a characteristic of population. http://www.cpalms.org/Public/PreviewStandard/Preview/3606






SS.912.G.4.In.g: Use geographic terms and tools to identify characteristics of cultural diffusion throughout selected places, regions, and the world. SS.912.G.4.Su.g: Use geographic terms and tools to recognize characteristics of cultural diffusion throughout

Have students discuss the relationship between divine rights and absolutism, and chose to defend the validity of the relationship.

Have students create a timeline for the English Civil War and Glorious Revolution, including important people, important documents, and events.

Have students create a Venn Diagram comparing the English Bill of Rights to the United States Bill of Rights.http://topics.law.cornell.edu/constitution/billofrights

Have students discuss the role of the Church in Absolutism specifically in regards to the Spanish.http://history.wisc.edu/sommerville/351/351-172.htm

Have students map the empires of the Spanish Hapsburgs, the Austrian Hapsburg, and the Holy Roman Empire..

Have students create a chart of the enlightenment thinker in regards to what they wrote, and details of their writings.

Have students discuss how Enlightenment thinkers went against the philosophy and implementation of Absolutism.



Additional ELL Strategies: Provide students with oral and visual cues for directionsProvide students with pictures, graphs, charts, and videos.Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)Provide students with peer grouping for activitiesProvide students with teacher read-a-loud strategiesProvide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects)Provide students with cooperative learning activities (small/large group settings)Provide students with structured paragraphs for writing assignmentsProvide students with the use of simplified/shortened reading text

45

http://history.wisc.edu/sommerville/351/351-172.htm

http://topics.law.cornell.edu/constitution/billofrights




















selected places, regions, and the world. SS.912.G.4.Pa.g: Use a geographic term, such as movement, to recognize a change in the population of a place. http://www.cpalms.org/Public/PreviewStandard/Preview/3612




SS.912.H.3.In.a: Identify effects of transportation, trade, communication, science, and technology on the preservation of a culture and its diffusion to other locations.SS.912.H.3.Su.a: Recognize an effect of transportation, trade, communication, science, or technology on the diffusion of a culture to another location.SS.912.H.3.Pa.a: Recognize that communication helps spread ideas to other cultures.http://www.cpalms.org/Public/PreviewStandard/Preview/3638


SS.912.W.1.In.a: Use a timeline to show the relationship of historical events.SS.912.W.1.Su.a: Use a simple timeline to identify the relationship of historical events.

Provide students with semantic mapping activities to enhance writingProvide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.phpGames and activities for the ELL Classroomhttp://iteslj.org/c/games.html




Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.


Access Points - DescriptionAs part of the revision to the Sunshine State Standards, access points for students with significant cognitive disabilities have been developed. These access points are expectations written for students with significant cognitive disabilities to access the general education curriculum. Embedded in the Sunshine State Standards, access points reflect the core intent of the Standards with reduced levels of complexity. The three levels of complexity include participatory (Pa), supported (Su), and independent (In) with the participatory

46





















SS.912.W.1.Pa.a: Use a simple pictorial timeline to recognize a sequence of events.http://www.cpalms.org/Public/PreviewStandard/Preview/3434




SS.912.W.1.In.e: Recognize differences in interpretations of historians about events.SS.912.W.1.Su.e: Recognize that interpretations of historians may differ.SS.912.W.1.Pa.e: Recognize sources of information, such as artifacts, images, and auditory and written sources.


SS.912.W.1.6: Evaluate the role of history in shaping identity and character.

SS.912.H.1.In.c: Identify works in the arts from various cultures, such as African, Asian, European, the Americas, and Middle Eastern. SS.912.H.1.Su.c: Recognize works in the arts from various cultures, such as African, Asian, the Americas, and Middle Eastern. SS.912.H.1.Pa.c: Recognize a characteristic of a work in the

level being the least complex.

Resources:


47














arts from a time period. http://www.cpalms.org/Public/PreviewStandard/Preview/3628






SS.912.G.1.In.c: Use applicable units of measurement and scale to determine the distance between two places on a map or globe to solve simple problems. SS.912.G.1.Su.c: Use applicable units of measurement to

48



















identify the distance between two places on a map to solve simple problems. SS.912.G.1.Pa.c: Use positional words to identify a relative location on a map. http://www.cpalms.org/Public/PreviewStandard/Preview/3594

SS.912.G.2.1: Identify the physical characteristics and the human characteristics that define and differentiate regions.





49


















SS.912.H.1.In.c: Identify works in the arts from various cultures, such as African, Asian, European, the Americas, and Middle Eastern.SS.912.H.1.Su.c: Recognize works in the arts from various cultures, such as African, Asian, the Americas, and Middle Eastern.SS.912.H.1.Pa.c: Recognize a characteristic of a work in the arts from a time period.http://www.cpalms.org/Public/PreviewStandard/Preview/3628


SS.912.W.1.In.b: Identify terms of time sequence, such as decade, century, and era.SS.912.W.1.Su.b: Recognize terms of time sequence, such as decade and century.SS.912.W.1.Pa.b: Recognize terms that relate to time, such as day, week, month, and year.http://www.cpalms.org/Public/PreviewStandard/Preview/3435



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(Standard 4: Analyze the causes, events, and effects of the Renaissance, Reformation, Scientific Revolution, and Age of Exploration)Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts)


2nd Nine WeeksEssential Content Essential Content Essential Content



Demography and disease Migration Patterns of settlement


Religions Belief systems,

philosophies and ideologies


Agricultural and pastoral production

Trade and Commerce

Florida Standards Focus Standard:LAFS.910.RH.3.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Content Benchmarks:SS. 912.W.4.12: Evaluate the scope and impact of the Columbian Exchange on Europe, Africa, Asia, and the Americas.

SS.912.A.1.In.b: Identify the author and purpose of significant historical documents using primary and secondary sources. SS.912.A.1.Su.b: Identify the author and purpose of significant historical documents. SS.912.A.1.Pa.b: Use appropriate sources to obtain information about history. http://www.cpalms.org/Public/PreviewStandard/Preview/3333

Florida Standards Focus Activity:Have students formulate a debate arguing in front of parliament their support for the continuation of the slave trade, integrating quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Have students chart or diagram the decline of the abolition of the slave trade and evaluate the countries who were most widely influenced and utilized the practice of abolition quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.http://slavevoyages.org/

(This also meets, LAFS.910.WSHT.3.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.)

Vocabulary/Identification: ( Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion.)

51

Topic 12: Empires, Colonies and Peoples of the America’s Essential Question: How does the development of the various economic and political systems of Portugal, Spain, the Netherlands, France, and England in the Americas compare?

Pacing Date(s)


Block 2.5 days 01-11-18 to 01-18-18

http://slavevoyages.org/









Labor systems


Gender roles and relations Family & kinship Racial and ethnic

constructions Social and economic

classes




The Spanish Empire in the

Americas

From Conquest to Control o Gender and Raceo The Caste Systemo Yucatan Rebelliono Sitting Bullo Metis Rebellion

Brazil, the Dutch, New France

and England’s Mainland Colonieso The Portuguese and Brazilo The Dutch in Americaso New France

Mainland English Colonies in North America Atlantic Plantation System

SS.912.W.4.13: Examine the various economic and political systems of Portugal, Spain, the Netherlands, France, and England in the Americas.

SS.912.W.4.In.m: Recognize ways the economic and political systems of European countries were used in the Americas. SS.912.W.4.Su.m: Recognize that European countries influenced the economic or political systems in the Americas. SS.912.W.4.Pa.m: Recognize that people value traditional ways of life. http://www.cpalms.org/Public/PreviewStandard/Preview/3473

SS.912.W.4.14: Recognize the practice of slavery and other forms of forced labor experienced during the 13th through 17th centuries in East Africa, West Africa, Europe, Southwest Asia, and the Americas.

SS.912.W.4.In.n: Recognize how the practice of slavery and other forms of forced labor differed in Africa, Europe, and the Americas. SS.912.W.4.Su.n: Recognize that slavery and forced labor were used in Africa, Europe, and the Americas. SS.912.W.4.Pa.n: Recognize that slaves did not have freedom. http://www.cpalms.org/Public/PreviewStandard/Preview/3474

SS.912.W.4.15: Explain the origins, developments, and impact of the trans-Atlantic slave trade between West Africa and the Americas.

SS.912.W.4.In.o: Recognize how the practice of slavery and other forms of forced labor differed in Africa, Europe, and the Americas.SS.912.W.4.Su.o: Recognize that slavery and forced labor were used in Africa, Europe, and the Americas. SS.912.W.4.Pa.o: Recognize that slaves did not have freedom. http://www.cpalms.org/Public/PreviewStandard/Preview/3475

Spanish Empire in the Americas:(textbook pgs.285-295) plantations, viceroys, haciendas, Mita system, creoles, mestizos, mulattoes, Line of Demarcation, Treaty of Tordesillas

French and English colonization in the Americas: (textbook pgs.296-300, 303-304, 363-364) Sitting Bull, Metis Rebellion, New France, revenue, Pilgrim, compact, French and Indian War, Treaty of Paris, Jacques Cartier, Samuel de Champlain, John Cabot

Portugal and Dutch colonization: (textbook 273-277, 278-280) Alfonso de Alburquerque, Goa, Malacca, outpost, Dutch East India Company, Prince Henry, cartographers

Textbook Resources: – pgs. 301 – 307 (African Slave Trade), 461 – 465 (Creoles, Mestizos, Mulattoes)

Workbook Resources: - Reading and Note Taking Study Guide pgs 117

Test Prep Workbook Resources: - pgs 86 - 89

Technology Links:Exploring History through documents and images: The End of the African Slave Tradehttp://worldhistoryconnected.press.illinois.edu/1.1/gilbert.html

In Motion: The African American Migration Experience. Schomburg Center in Black Culture, New York Public Library- Excellent website full of images, maps, and primary sources on the Trans Atlantic Slave Trade.http://www.inmotionaame.org/home.cfm

Video Segment: Food and the Columbian Exchange: The Caribbean Experiencehttp://www.learner.org/courses/worldhistory/unit_video_16-2.html

Helpful videos from History Channelhttp://www.history.com/topics/thirteen-colonies

Suggested Activities:Have students take the role of a mestizo, mulatto, creoles, etc, and write a journal entry reflecting the life that they led in the colony. The entry should include why they are content or not content.

Have students compare and contrast the plantation to the hacienda system using either a chart or a Venn Diagram.

Have students research the meaning of race and ethnicity utilizing the terms

52

http://www.history.com/topics/thirteen-colonies


http://www.inmotionaame.org/home.cfm

http://worldhistoryconnected.press.illinois.edu/1.1/gilbert.html
























SS.912.G.2.In.c: Use geographic terms and tools to describe areas of the world that have experienced critical

mestizo, mulatto, etc as a foundation.http://www.frenchcreoles.com/CreoleCulture/creoleterminology/mestizo_NEW.html

Have students create a map of goods and services produced throughout the region and explain how and where they diffused.

Have students create a map outlining the mother countries and the corresponding colonies in which it oversaw.

Have students chart the Spanish colonial government system.

Have students compare and contrast the varying roles of men and women in the plantation system.



Additional ELL Strategies: Provide students with oral and visual cues for directionsProvide students with pictures, graphs, charts, and videos.Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)Provide students with peer grouping for activitiesProvide students with teacher read-a-loud strategiesProvide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects)Provide students with cooperative learning activities (small/large group settings)Provide students with structured paragraphs for writing assignmentsProvide students with the use of simplified/shortened reading textProvide students with semantic mapping activities to enhance writingProvide students with the opportunity to use the Language Experience Approachhttp://www.literacyconnections.com/InTheirOwnWords.php


What are read-a-louds, and what can they do for instruction?http://www.learner.org/workshops/tml/workshop7/teaching2.html

53






http://www.frenchcreoles.com/CreoleCulture/creoleterminology/mestizo_NEW.html

http://www.frenchcreoles.com/CreoleCulture/creoleterminology/mestizo_NEW.html

















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LITERACY IN HISTORY/SOCIAL STUDIES 9-10*Please login to Discovery Education through you portal and copy and paste resource name into search function on the Discovery Education website.

TOPIC 7: THE RISE OF WESTERN EUROPEAN INTELLECTUAL MOVEMENTS

Videos:A Cultural ReawakeningThe Renaissance Comes to ItalyHarmony between the Arts and SciencesDefinition of Life in the Italian RenaissanceIslamic Teachings and the RenaissanceMath and Design in the RenaissanceSchool of AthensRenaissance ArtFresco PaintingPope Julius II Chooses Michael Angelo to Paint the Sistine ChapelThe Politics of the PrinceWriters and LiteratureThe Medicis of FlorenceVenicePart Two: Leonardo da VinciThe Renaissance Spreads throughout Italy & EuropeThe Humanist MovementDesiderius ErasmusProgress Effects Art and MusicGutenberg's Printing Press and the Spread of IdeasShakespeareSir Thomas More's Utopia and the ReformationThe Birth of a RevolutionA Scientific RevolutionCopernicus: Fighting the Church to Prove the Heliocentric UniverseKepler's Heliocentric Elliptical OrbitsGalileo’s PublicationThe Center of the Universe: The Earth or the Sun?Newton Discovers GravityDeveloping the Theory of GravityAndreas VesaliusUnderstanding the Essence of HumanityInnovations in Theory: Rene Descartes and Blaise Pascal

55

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http://www.cpalms.org/public/search/Search






LITERACY IN HISTORY/SOCIAL STUDIES 9-10Robert BoyleA Revolution BeginsMartin Luther Speaks Out Against the Sale of IndulgencesReligious Revolts in EuropeProtestantismThe Reformation and Its EffectsJohn Calvin (15091564)The Execution of Sir Thomas MoreThe Counter-ReformationCounter-Reformation Art

Audio:The History of World Literature: The Renaissance: Voices Emerge Across EuropeThe History of World Literature: The Renaissance: Renaissance AuthorsThe History of World Literature: The Renaissance: The Development of HumanismReadings of William Shakespeare: Romeo & Juliet (Act 2, Scene 2): What Light through Yonder Window BreaksStuff You Missed in History Class Podcast: How Michelangelo WorkedStuff You Missed in History Class Podcast: How Henry VIII Worked

Images:Map, Italian city-states in the Renaissance.Scenes of Renaissance Florence by Ghirlandaio.A reconstruction of Gutenberg's printing press.Portrait of Erasmus by Albrecht DurerMartin Luther Translating the Bible. Wartburg Castle, 1521, by Eugene SidberdtMajor Figures of the Continental ReformationIgnatius of Loyola, founder of the Jesuits.The Council of Trent (1545-1563).

Articles:RenaissanceRenaissance Art and ArchitectureReformationCounter Reformation

TOPIC 8: AGE OF EXPLORATION

Videos:56

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LITERACY IN HISTORY/SOCIAL STUDIES 9-10The Spice Trade and the Age of ExplorationWorld Exploration and Map MakingFinding a Trade Route to AsiaPrince Henry the NavigatorIs the World Flat?Navigating the Open SeasSpaniards Encounter the New WorldThe Real Journey of ColumbusColumbus in the New WorldChristopher Columbus and Further ExplorationCortes Petitions the King of Spain Cortez Encounters the AztecsPost-Columbian Voyages: Vasco da GamaThe Voyage around the WorldThe Chinese MarinersTreaty of Tordesillas, 1494Exploration and ColonizationThe Establishment of Spanish Rule in MexicoBattle for Souls in the New WorldMonarchs and MerchantsSpain and France in North AmericaColonial TradeGlobal Trade Evolves and Companies GrowThe Consequences of Colonization The Atlantic Slave TradeOrganizing the Slave TradeMiddle PassageTravel Across the "Middle Passage"Triangular TradeA Triangle of Trade: Slavery Becomes an IndustryThe Cultural Legacies of Slavery

Audio:Imperialism: Motives for Spanish Imperialism in Latin AmericaStuff You Missed in History Class Podcast: El Dorado and the River of Despair

Images:The Portuguese Prince Henry the Navigator.Map, voyages of Portuguese navigators.

57

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LITERACY IN HISTORY/SOCIAL STUDIES 9-10Christopher Columbus (1451-1506).Vasco da Gama (ca. 1469-1524).Hernando Cortez (or Cortés, 1485-1547).A statue of Zheng He (1371-1433), Ming navigator.Ferdinand Magellan.Map, Jesuit missions of northwestern Mexico.Cathedral of Santa María la Menor, Santo Domingo.Baptism in the Kongo.Map: Colonial Atlantic trade routes.New food crops for Europe.

Articles:Demarcation, Line ofEast India CompanyMercantilism

Skill Builder:Mid-Eighteenth-Century Colonial Trade

TOPIC 9: ASIA IN TRANSITION (EAST ASIA)

Videos:China’s Army Yesterday and TodayMongols Invade the Forbidden CityThe Great Wall of ChinaThe Dowager Empress RulesThe Forbidden CityTrade, Tea, OpiumThe British-Chinese War over TradeChina: The Open Door PolicyThe Boxer RebellionThe Last EmpressThe Last EmperorEnd of the Samurai EraJapan: The Locked CountryTokyo EstablishedThe Edo Period: Japan under the Rule of the ShogunRoad Network Begins

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LITERACY IN HISTORY/SOCIAL STUDIES 9-10The Japanese Grow Interested in Global TravelAmerica Brings Industrialization to JapanMeiji ReformIndustrialization and the Samurai Class

Audio:Stuff You Missed in History Class Podcast: How the Taiping Rebellion Worked

Images:Ming Philosopher Wang Yangming (1472-1529).A view of the Great Wall.Zhu Yuanzhang (1328-1398), founder Ming dynasty.Scene depicts initial Taiping uprising in Jintian.Treaty of Nanjing signing aboard Cornwallis.The empress dowager Cixi (Tz'u-hsi, 1835-1908).A company of Boxers.Toyotomi Hideyoshi.Ieyasu's forces capture Osaka Castle.The last Tokugawa Shogun, Yoshinobu or Keiki.Emperor Meiji opens Parliament.Japanese admire gifts brought by Commodore Perry.

Articles:ExtraterritorialityBoxer Rebellion

TOPIC 10: ASIA IN TRANSITION (THE MUSLIM EMPIRES)

Videos:The Ottoman EmpireOttomans Gain Control of ConstantinopleThe Battle for ViennaSuleiman, Leader of the Ottoman EmpireSlavery in the Ottoman EmpireSuleyman’s Advisers and ArmySuleyman’s Legacy: Triumph and TragedySuleiman the Magnificent and the Ottoman Empire (BGL)The Story of Emperor Akbar, Spiritual Architect of the Mughals

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LITERACY IN HISTORY/SOCIAL STUDIES 9-10Spiriual Tolerance: From Akbar to Modern IndiaAbsolutism and the Mogul EmpireTaj Mahal: A Monument to Love and IslamAurangzeb’s Tyrannical RuleAgra and the Taj MahalIntroducing SikhismSikhism

Audio:Stuff You Missed in History Class Podcast: Were People Vying to Become Slaves in the Ottoman Empire

Images:A Map, Rise of the Ottoman Empire.A map showing the decline of the Ottoman Empire.Ottoman Bey Giving Alms to the PoorMehmet II, Conqueror of IstanbulTimur, also known as Tamerlane, (ca. 1336-1405).Akbar (1542-1605) most famous Mughal emperor.Aurangzeb (reigned 1659-1707).Aurangzeb takes Shah Jahan prisoner.

Articles:Suleiman IAbbas I (Iran)Nadir ShahAkbar

TOPIC 11: A NEW ERA OF ABSOLUTISM AND ENLIGHTENMENT

Videos:England under Queen Elizabeth IThe English Civil WarCromwell, Charles II, and the American ColoniesThe Glorious Revolution, 1688-1689A Different EnglandAbsolute MonarchyLiving Under the Absolute Monarchy of FranceThe Reformation & the Thirty Years' War

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LITERACY IN HISTORY/SOCIAL STUDIES 9-10Early Years of Louis XIVEnd of the Sun King's ReignUnification with SpainRomanov EmpireWhat’s so Great about Peter? (BGL)Western Ideals in Russia (Modernizing Medieval Russia Part 2)A City by the Sea (Modernizing Medieval Russia Part 2)Peter the Great Tackles Issues Plaguing RussiaCatherine the Great Maintains a Personal LifeFreedom and the Hapsburg DynastyMuskets and the Treatment of Military Gunshot WoundsSeven Years' War and Pontiac's WarThe Oppressive Nature of Pre-Enlightenment FranceThe PhilosophesThe Ideas of the EnlightenmentDiderot Makes Knowledge More AccessibleVoltaire and the EnlightenmentTwo Treatises on Government: Natural RightsThe Enlightenment in France: The Rise of Democratic Ideals

Audio:The French Revolution: The Influence of the EnlightenmentThe History of World Literature: The Age of Reason: Observers of LifeThe History of World Literature: The Age of Reason: A Middle Class ConsciousnessStuff You Missed in History Class Podcast: The Gunpowder Plot, Part 1Stuff You Missed in History Class Podcast: The Gunpowder Plot, Part 2Stuff You Missed in History Class Podcast: Catherine the Great in Power

Images:Oliver Cromwell dissolves Parliament in 1653.The Palace of Versailles, built by Louis XIV.Initiation of the Thirty Years' War (1618-1648).Map: Europe after the Thirty Years? War, 1648.A cartoon lampooning Louis XIV's ambitions.The British capture Gibraltar, 1704.Engraving of Peter The Great Supervising the Building of St. PetersburgCatherine the Great (1729-1796) and her family.The family of King Philip II of Spain.Maria Theresa of Austria (1717-1780).

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LITERACY IN HISTORY/SOCIAL STUDIES 9-10Joseph II, German King and Holy Roman EmperorJohn Locke, philosopher and political theorist.The Baron de Montesquieu (1689-1755).Mary Wollstonecraft (1759-1797).

Articles:AbsolutismMonarchyEnglish RevolutionMaria TheresaAustrian Succession, War of theSpanish Succession, War of theSeven Years’ War

TOPIC 12: EMPIRES, COLONIES, AND PEOPLES OF THE AMERICAS

Videos:Spanish Conquest of the AmericasThe Spaniards in North AmericaSpanish ConquestSt. Augustine, FloridaThe First Free African American SettlementSpanish ColoniesThe Consequences of ColonizationLanguages of Latin America: Spanish and PortugueseBartoleme de las Casa’s Anti-Racism PolicySpanish Colonies at the End of the Seventeenth CenturySioux Warrior Sitting BullSitting Bull and Crazy Horse Lead the Lakota to Victory in the Battle of Little Big HornThe Aftermath of the Battle of Little Big HornA Martial Art FormScarcity, Exploration, and Trade of Dutch ColonistsThe Dutch Establish the Colony of New NetherlandEnglish and Dutch ColoniesDutch Colonial ExpansionsGoverning New France and Trading PostsNew France after the WarIndentured Servants Arrive from Africa and West Indies

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LITERACY IN HISTORY/SOCIAL STUDIES 9-10Life on Southern PlantationsPlantation Life: The RealityPlantations in the United StatesThe Story of Olaudah EquianoEarly African American WritersThe Slave Trade on Africa's Gold CoastJohn Newton and the Abolitionist Movement in Europe and the United StatesAbolishing the Slave Trade in England

Audio:Imperialism: Spanish Treatment of Indigenous Latin Populations

Images:The Potosímine.Priests with Indians and MestizosA hacienda in the Central Valley, Chile, ca. 1830.Engraving of West Indies Sugar PlantationSitting Bull, Chief of the Oglala Sioux.A poster for Buffalo Bill's Wild West show.Dutch take the Island of Mannar, off Ceylon.The battle of Guararapes, Brazil.A manumission document.Slave ship dumping slaves while being chased

Articles:CreolePeonageFrontenac, Louis de Buade, Comte de Palluau et de

Skill Builder:Cotton Production and the Slave Population

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